Lived experiences of Junior High School students undertaking modular distance learningamidst COVID-19: A phenomenological study

This study aimed to investigate the lived experiences of Junior High School (JHS) students in public highschool undertaking modular distance learning as COVID 19 pandemic caused tentative closure of schools. Aqualitative phenomenological approach was used that focuses on the experiences of people, relying on data observedby the researcher mainly through semi-structured in-depth interviews and observation. Purposive samplingwasutilized to select the twenty (20) participants in this study. Thematic analysis revealed five (5) clustered recurringthemes in general: transfer of knowledge; communication issues; study mindset; quality of assessment; andPhysioemotional Well-being. Participants’ perception of the modular approach as difficult is attributed totheir problems faced and coping mechanisms. These experiences stirred up adverse academic practices diminishingacademic integrity while few participants adapted well to the new normal of learning. Yet, these learningexperiences also caused exhaustion, emotional distraught and anxiety to most. Hence, it is recommendedthat learning activities and assessments need to be more student-centered, leading to independent thinking and lessons bedesigned, leveraging appropriate tools and instructional models that make students more engaged in the learningprocess.